사전의 유형 및 사용이 초등학생들의 독해력과 어휘력에 미치는 효과
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This study aims to suggest better teaching methods by examining the effect of different types of dictionaries(English-English ‘EE’, English- Korean ‘EK’, and English-English-Korean ‘EEK’) on comprehension, recognition and memorization of words of elementary students in connection with two different types of texts(informative and narrative). The results are as follows. First, in comprehending the text and two types of vocabulary tests, the group with EEK dictionaries in general showed better performance than other groups. It implies that EEK dictionaries can be the most suitable type of dictionary for the EFL learners. Second, with reference to the level of English proficiency, the three groups showed a significant difference. When it comes to the advanced group, EK dictionary users showed the best performance, while in the intermediate and beginner groups, the EEK dictionary was the best. Third, in the first vocabulary test, the EEK group was the best for the informative text. With reference to the narrative text, each group showed different results. In the second vocabulary test, there was a significant difference among the three groups. EK and EEK dictionary users showed better performance than EE dictionary users. Fourth, when it comes to the long-term memory on vocabulary, there was no significant difference in the advanced group, while there was in the intermediate and beginner groups, which means that type of dictionary does not affect the performance of an advanced group. While in the intermediate and beginner groups, EEK dictionary use showed best performance. It implies that EEK dictionaries are the most effective for remembering words for a long time. Lastly, the affective area survey revealed no significant difference among the groups, except only one item. However, the opinions of the students on the effectiveness of the dictionaries in learning English were different. Most students thought that EEK dictionary was the most useful.
Abstract
This study aims to suggest better teaching methods by examining the effect of different types of dictionaries(English-English ‘EE’, English- Korean ‘EK’, and English-English-Korean ‘EEK’) on comprehension, recognition and memorization of words of elementary students in connection with two different types of texts(informative and narrative). The results are as follows. First, in comprehending the text and two types of vocabulary tests, the group with EEK dictionaries in general showed better performance than other groups. It implies that EEK dictionaries can be the most suitable type of dictionary for the EFL learners. Second, with reference to the level of English proficiency, the three groups showed a significant difference. When it comes to the advanced group, EK dictionary users showed the best performance, while in the intermediate and beginner groups, the EEK dictionary was the best. Third, in the first vocabulary test, the EEK group was the best for the informative text. With reference to the narrative text, each group showed different results. In the second vocabulary test, there was a significant difference among the three groups. EK and EEK dictionary users showed better performance than EE dictionary users. Fourth, when it comes to the long-term memory on vocabulary, there was no significant difference in the advanced group, while there was in the intermediate and beginner groups, which means that type of dictionary does not affect the performance of an advanced group. While in the intermediate and beginner groups, EEK dictionary use showed best performance. It implies that EEK dictionaries are the most effective for remembering words for a long time. Lastly, the affective area survey revealed no significant difference among the groups, except only one item. However, the opinions of the students on the effectiveness of the dictionaries in learning English were different. Most students thought that EEK dictionary was the most useful.
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